INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT: An Empirical Study of Question Formation in ESL
Abstract
This study examines the relationship between different types of conversational interaction and SLA. Long's (1996) updated version of the interactionist hypothesis claims that implicit negative feedback, which can be obtained through negotiated interaction, facilitates SLA. Similar claims for the benefits of negotiation have been made by Pica (1994) and Gass (1997). Some support for the interaction hypothesis has been provided by studies that have explored the effects of interaction on production (Gass & Varonis, 1994), on lexical acquisition (Ellis, Tanaka, & Yamazaki, 1994), on the short-term outcomes of pushed output (see Swain, 1995), and for specific interactional features such as recasts (Long, Inagaki, & Ortega, 1998; Mackey & Philp, 1998). However, other studies have not found effects for interaction on grammatical development (Loschky, 1994). The central question addressed by the current study was: Can conversational interaction facilitate second language development? The study employed a pretest-posttest design. Adult ESL learners (N = 34) of varying L1 backgrounds were divided into four experimental groups and one control group. They took part in task-based interaction. Research questions focused on the developmental outcomes of taking part in various types of interaction. Active participation in interaction and the developmental level of the learner were considered. Results of this study support claims concerning a link between interaction and grammatical developme…
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Instruction has failed to alter developmental sequences.
“as has the failure of instruction to alter them (R. Ellis, 1989;Håkansson & Norrby, 2010;Mackey, 1999;Pienemann, 1984).”
From In Defense of Tasks and TBLT: Nonissues and Real Issues (2016) · cites this paper as Mackey, 1999
Interactionally modified input has generally been found to be better for L2 acquisition than premodified or unmodified input.
“Furthermore, interactionally modified input, as exemplified in the subsequent examples, has generally been found to be better for L2 acquisition than premodified or unmodified input (e.g.Ellis & He 1999;Mackey 1999).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Mackey 1999
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Data Collection in SLA Research
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INTRODUCTION: COGNITIVE PERSPECTIVES ON DIFFICULTY AND COMPLEXITY IN L2 ACQUISITION
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- Authors
- Mackey, A.
- Affiliations
- Georgetown University (US)
- Corresponding author
- Mackey, Alison
- ORCID
- Mackey, Alison
- Venue
- Studies in Second Language Acquisition
- Publisher
- Cambridge University Press (CUP)
- Published
- 1999-12
- Volume
- 21
- Issue
- 4
- Pages
- 557-587
- ISSN
- 0272-2631 (ISSN-L)
- 1470-1545
- OpenAlex
- W2979053679
- Cited by
- 772
- References
- 35
- Citations by year
- 2026: 28 · 2025: 11 · 2024: 7 · 2023: 13 · 2022: 13 · 2021: 61 · 2020: 48 · 2019: 48 · 2018: 20 · 2017: 18 · 2016: 59 · 2015: 49 · 2014: 45 · 2013: 31 · 2012: 49
- FWCI
- 100.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Studies in Second Language Acquisition (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Keywords
- second language acquisition, conversation, task-based interaction, grammatical development, negotiated interaction, ESL learners, recasts
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